Narratives about perspectives and practices of teachers who teach Statistics from a professional development process

Abstract The purpose of this study is to know the perspectives and practices of two Mathematics teachers who work in the last years of Elementary School, before and after a professional development process through the teachers’ narratives. We use a qualitative approach, with an interpretative paradigm. The data was collected during the training and in the two years afterwards, through interviews. Data analysis was supported by concepts related to the training and practice of teachers who teach Statistics. The results show that the teachers initially valued teaching focused on mathematical procedures, where the meaning of the statistical concepts was not evidenced. With the training, they reframed their practice, since they began to value the statistics exploratory approach, namely with carrying out statistical investigations. With the undertaking of these investigations, the teachers show practices that favor the development of their students’ statistical literacy.